Explain the activities in which your school will participate to increase your overall rating. Include specific details.

As evidenced in the SES Band Data, which content area(s) will be the focus for improving student achievement and why was this area chosen?

During the 2017-2018 we were able to maintain our school grade of "A"  We utilize ongoing interdisciplinary units, project-based learning, and research to integrate all content areas. In writing, we support our students as they are expected to respond appropriately to FSA style prompts by using text based documents. We use Lucy Calkins units of study writing instruction K-5 and across the content areas. Balanced literacy (read aloud, guided reading, shared reading, interactive writing, shared writing, reading workshop, writing workshop and word study) will remain a focus for improving student achievement as this is a shared culture of belief by staff members and closely tied to our school mission and vision. Differentiated instruction through the use of our extensive leveled reading resource room, Daily 5/CAFE, DRA (Developmental Reading Assessment) and the BAS (Benchmark Assessment System) will allow us to meet the individual needs of our students and will make a difference in student achievement. Although we made gains in the area of science as evidenced by our 2018 Science FCAT 2.0 scores, several grade-level teams have decided to participate in a Science based PLC especially now that we have a new science program called Stem Scopes. There will be a laser focus on the lowest 25% of students to ensure that they make adequate learning gains in reading and math. 

What specific BEST Practice(s) will be implemented or scaled-up to improve teaching and learning in order to increase performance within the SES Band?

To increase achievement of the lowest 25% of our students in reading and math, we will identify those students through the multi-tier RtI approach to identify and support students with learning and/or behavioral needs. We will be using researched and evidenced based programs to collect data and monitor student progress. This includes (but is not limited to) intervention programs and shared data collection resources as LLI, Journeys write-in reader, and weekly unit tests. Professional Learning Communities (PLCs) are based on the need identified by grade level teams. Each team will analzye student data and work samples to identify lessons and strategies that will remedy specific gaps and deficits at that grade level. We will continue professional development tailored to address the needs of our lowest performing students. Professional development will include the work of Hattie's effect size strategies (visable learning). In science, teachers are collaborating and engaging in vertical planning to assist in the teaching and learning process with the science specials teacher to conduct hands-on lessons and expose students to virtual labs online. In math, students will use manipulatives, small groups and CPA - concrete - pictoral - abstract style of teaching to increasae student achievement. 

Describe in detail how the BEST Practice(s) will be scaled-up.

Teachers will analyze student achievement levels and put interventions in place as delineated through the RtI process. Teachers will identify and discuss these students at PST meetings so that the RtI team can assist with a plan of action. The team will review and recommend the most appropriate intervention. Grade level teams will collaborate and share best practices and strategies. Student progress will be closely monitored.  We will double-dose our struggling students in reading as well as have students determine their own goals and self-monitor. Teachers will continue to use conferencing practices to assist students as they self-assess their own work. Students will maintain interactive notebooks and journals to enhance their reading and writing skills through the process of scientific inquiry. 

 

What specific school-level progress monitoring data is collected and how often?

In grades K-2nd grade, Benchmark Assessment System (BAS) data is collected every 6 weeks. In grades 3 -5 progress monitoring data is collected each semester. In math, GO Math chapter tests and quizzes are given consistently throughout the year. Progress monitoring data for each student is stored in portfolio binders that will follow the student as they progress through the grade levels. 

How does the school ensure the fidelity of students not progressing towards school and district goals?

Based on Policy 6000.1 we want all our students to reach thier full potential and adhere to the highest standards of quality instuction so that our students are college and career ready.  Our teachers will identify struggling students and bring them to the Collaborative Problem Solving Team (CPT) meeting. Interventions are put in place to meet the needs of the students. If TIER 1 strategies are not successful, the PST will recommend alternate interventions and begin TIER 2 strategies such as small group instruction for at-risk students. After monitoring student progress and the level of support is unsuccessful, Tier 3 intensive (highly-focused strategies) will be applied. 

How does the school ensure that all classroom instruction is accessible to the full range of learners using Universal Designs for Learning (UDL) for effective instructional design (planning) and delivery (teaching)?

Country Hills ensures that all classroom instruction is accessible to all learners when using UDL. This is done through lesson modification which is based on a student’s level and ability. To generate greater student engagement, teachers encourage their students to make connections to their own life. In addition, teachers will use a variety of teaching strategies to appeal to different learning modalities such as kinesthetic, auditory, etc. Lastly, through the use of technology, class discussions and project-based learning, students will be challenged to demonstrate their knowledge and understanding.  

How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?

We ensure Tier 1 standards are being implemented through a balanced literacy approach.  Administration and the grade level chairs work together to 1) verify lesson plans, 2) monitor team meetings where teachers share their best practices and 3) regulate PLCs by monitoring the fidelity of the CARE cycle (curriculum, assessment, remediation, enrichment).  We are also given support from the Media Center regarding LAFS and we have many Reading Endorsed teachers. Theoretically, 75-80% of our children should be expected to reach successful levels of competency through Tier 1 delivery.  We continue to focus on improving the achievement our lowest performing 25% of students in our school.

Describe texts used for core, supplemental, and intervention programs at each grade level. How does the school ensure students have access to a balance of literary and informational text in a variety of mediums?

The core texts we use are leveled texts endorsed and approved by the county (i.e; Journey's reading program).  For core, supplemental, & intervention texts, we have an extensive reading room, generously stocked media center - 2.5x as many books as required by law. Students visit the Media Center twice every 8 days. The Media Center contains books on a wide range of levels, students are taught the card catalog which includes electronic books and Single Sign On which includes databases and electronic encyclopedias.  Classroom teachers utilize read alouds from Lucy Calkins & Social Studies.

K- 2: Balanced literacy, Lucy Calkins writing, extensive book room resources, GoMath or Origo, Journeys, STEMScopes
3-5: Journeys, leveled book room, Lucy Calkins writing, GoMath or Origo, STEMScopes

Please complete this section based on 2018-2019 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.

With a laser focus approach on the lowest 25% of students, Country Hills experienced significant gains in the areas of reading and math. 

By identifying our lowest 25% of students through the multi-tier RtI approach , we were able to utilize researched and evidenced based programs to collect data and monitor student progress. This includes (but is not limited to) intervention programs and shared data collection resources as LLI, Journeys write-in reader, and weekly unit tests. We also utilized Professional Learning Communities (PLCs) based on the needs identified by grade level teams. Each team analzyed student data and work samples to identify lessons and strategies that remedied specific gaps and deficits at that grade level and continued professional development tailored to address the needs of our lowest performing students. Professional development included the work of Hattie's effect size strategies (visable learning).  In math, students used manipulatives, small groups and CPA - concrete - pictoral - abstract style of teaching to increase student achievement. 

As a result, our lowest 25% quartile achieved gains of 10% in ELA, increasing from 49 to 59 from the previous year.  In Math, our lowest 25% quartile achieved gains of 14%, from 49 to 63.